We Are Because We Do: Thinking With Deleuze in Transforming Schools Through Reimagining School Leadership in the Context of School Categorization

• In Event: Hilton Roundtable Session 10
  In Roundtable Session: Transforming Schools Through Community-Driven Organizational Thinking

Abstract

Attempts at improving the quality of education in South Africa had largely been a policy driven change initiated by the state with little efficiencies noted. In this paper we shift the gaze from state imposed initiatives to school driven processes. We show how school leaders, through their imaginations of what is possible within their socially unjust school space, have attempted to make significant changes to their schools, acknowledging the contextual limitations and the slow pace and response of a state policy driven process of education change. Through the narratives of senior school leader’s lived experiences, productive and ethical leaders and leadership practices are shown to be possible despite the contextual, institutional and state- imposed challenges.

Authors

• Prevanand (Labby) Ramrathan, University of KwaZulu-Natal

• Guruvsagie (Daisy) Pillay, University of KwaZulu - Natal

• Inbanathan Naicker, University of KwaZulu-Natal